Making

Connections

Lesson Plans for Grades K-8

LACOE Educational Programs Dr. Tina Vartanian

Created In Preparation for the Very Special Arts Festival

By: Tyais H. Garrett

Making Connections

Table of Contents

Lesson Plans K-5

Mozart’s Musical Moods…………………………………………………………………….1

My Future Timeline…………………………………………………………………………..3

We Are One Mural……………………………………………………………………………8

Imagine We Were All the Same………………………………………………………….10

Lesson Plans 6-8

Can Somebody Turn Off the Water?.…………………………………………………..17

You Seen One, You Seen ‘Em All……………………………………………………….21

Exploring Our Community……………………………………………………………….27

MOZART’S MUSICAL MOODS

I. Subject and Grade Level: Language Arts & Visual Arts, Grades 1-3

II. Topic: Mozart’s Musical Moods

III. Instructional Objective(s): Students will explore different musical selections and understand how music evokes different feelings. Students will interpret that music through song, dance, and/or art.

IV. Vocabulary

1. Composer

2. Virtuoso

3. Interpretation/Interpret

4. Harmony

5. Symphony

V. Materials Needed: The Story of Orchestra Book and CD, White construction paper, watercolors, poster paint.

VI. Technology/Literature Connection:

1. Students will have the opportunity to hear music by Mozart.

2. Radio Mozart http://www.radionomy.com/en/radio/radio-mozart/listen

VII. Standards:

1. ELA: Speaking and Listening 1-3 Presentation of Knowledge and Ideas: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. a. Memorize and recite poems, rhymes, and songs with expression. b. Add drawings or other visual displays to descriptions when appropriate to clarify ideas,

thoughts, and feelings.

2. VAPA: Creative Expression 2.0 Skills, Processes, Materials, and Tools 2.2 Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors, and tempera. Communication and Expression Through Original Works of Art 2.3 Depict the illusion of depth (space) in a work of art, using overlapping shapes, relative size, and placement within the picture. 2.4 Create a painting or drawing, using warm or cool colors expressively. Creating, Performing, and Participating in Music Apply Vocal and Instrumental Skills 2.1 Sing with accuracy in a developmentally appropriate range. 2.2 Sing age-appropriate songs from memory. Compose, Arrange, and Improvise 2.4 Improvise simple rhythmic and melodic accompaniments, using voice and a variety of classroom instruments.

1

VIII. Procedure -- Instruction:

1. Motivation for Learning: Teacher will play a classical tune from The Story of Orchestra CD or from the Mozart radio station. Teacher will ask students to close their eyes and interpret the music they are hearing my moving their bodies to the music.

2. After a few seconds teacher will stop the music and ask the students what it makes them think of. How does the music make them feel? Teacher will do this 2-4 more times asking students to move specific body parts (i.e. hands, head, feet).

3. Teacher will explain that the artist whom you are they are listening to is Wolfgang Amadeus Mozart. Teacher will explain that he was a musical genius and he composed so many pieces of music in his lifetime. Explain to the students that he started playing the piano

4. Teacher will explain that music has many different sounds and harmonies that make it unique and different. Teacher will explain how music is very powerful and it makes us think of different things and feel different ways. Sometimes music makes us think about things we did not try to think about.

5. Teacher will then prove this theory by singing songs with her students and asking them what they think of after they hear that song. (Teacher may also choose to play these songs as well). After each song, teacher asks students what that song made them think about.

First Song: Jungle Bells

Second Song: Take Me Out to the Ball Game

Third Song: Happy Birthday

6. Teacher can even have students clap along to the different harmonies as they sing.

7. Teacher will then let the students know that they will be painting today to Mozart. The music will help them feel what they are painting and they will make their painting according to their mood created by the music.

8. Students will talk about the pictures they created and how the music helped them decide what to paint.

IX. Practice

2. Guided Practice: The teacher observes the students as they work on their paintings and provides feedback and suggestions. Students will continue to complete their painting so it can be displayed in and outside the room.

X. Evaluation

2. The students will be assessed formally on how they follow directions, the product they create, and the presentation of that product. Students will be assessed informally by teacher observation, focusing on processes utilized by students, content explored, and attitudes displayed in the learning.

2

My Future Timeline

Grades 3 – Language Arts, Math, Visual and Performing Arts Social Studies

1. MATERIALS

• Materials White Scrolls Made from Poster Paper (desired length) Pencils Paints Markers/Crayons Photographs Magazines

• Literature

• American History Timeline

• http://www.hyperhistory.com/online_n2/History_n2/a.html • Edison’s Timeline of Inventions

• Vocabulary Milestone Research Records Chronological Past Present Future Timeline Scroll

2. OBJECTIVE

• After the lesson on timelines, students in grades 1-3 will research family records (and interview family members) to identify milestones, record dates in chronological order, and illustrate each period in their lives (using drawings, photos, and other creative means) to create their own timeline scrolls that encompasses the past, present, and future of their lives.

• Math Standards Number Sense: 1.1 Count, read, and write whole numbers to 100.

• Visual And Performing Arts Communication and Expression through Original Works of Art 2.4 Plan and use variations in line, shape/form, color, and texture to communicate ideas or feelings in works of art. 2.6 Draw or paint a still life, using secondary colors. 2.7 Use visual and actual texture in original works of art. 2.8 Create artwork based on observations of actual objects and everyday scenes.

3

• English Language Arts Standards Writing Strategies 1.0 1.3 Print legibly and space letters, words, and sentences appropriately. Listening and Speaking Strategies 1.0 Reading - Structural Features of Informational Materials - 2.1 Identify text that uses sequence or other logical order.

3. ASSESSMENT

• Students will be assessed informally on their knowledge of timelines.

• Students will be assessed formally on the timeline they create.

• The scrolls will be sent home with the student at the conclusion of the project.

• These assessments will be recorded in teacher’s grade book.

• This assessment will be part of the final trimester grade.

• The rubric will be as follows:

Rubric for “My Future Timeline”

Assignment: 1 2 3 4

Student followed instructions to create the basic template of timeline.

Student wrote at least 10-15 milestones past, present, and future.

Student included pictures, photographs, paintings or other create interpretations.

Student completed the assignment.

Scoring Key 4 points correct, complete, detailed 3 points partially correct, complete, detailed 2 points partially correct, partially complete, lacks some detail 1 point incorrect or incomplete, needs assistance

4. LESSON OPENING/PURPOSE

• The primary purpose of this lesson is for students to be more knowledgeable about timelines and how to create one. They will do this by completing an activity about them so that they can identify and describe their characteristics.

• "Boys and girls today we will research family records (and interview family members) to identify milestones, record dates in chronological order, and illustrate each period in their lives (using drawings, photos, and other creative means) to create timeline scrolls of our lives that encompasses the past, present, and future. Timelines help us understand history, help us know what happened, and maybe even why it happened.”

4

5. MOTIVATION FOR LEARNING

• Teacher will start off lesson by showing the American History Timeline or show students the Almanac (your choice).

• After looking at the timeline, teacher will review the information students learned about the objects on the timeline. “What did you learn about timelines? What do they tell us? Think about other timelines like by days (what time do you get up, brush your teeth, get dressed, go to school) or by months (what happens in September, etc)..

6. LESSON BODY

Step 1 See Motivation for Learning Section for review/making connections Step 2 "Boys and girls today we will research family records (and interview family

members) to identify milestones, record dates in chronological order, and illustrate each period in their lives (using drawings, photos, and other creative means) to create timeline scrolls of our lives that encompasses the past, present, and future. Timelines help us understand history, help us know what happened, and maybe even why it happened.”

Step 3 Present New Material

ENGAGEMENT: What are some characteristics of a timeline? 1. The teacher describes the essential features of a problem or situation

to get students thinking and into an inquiry.

• We are going to make a timeline of our lives. Not only are we going to think about things that already happened, we will also include things happening now, and make predictions about our future to put on our timelines. While researching ask yourself some questions: What are some milestones that have happened at each age

(1, 2, 3 - walking, talking, riding a bike)? Who can give me more information? Where can I get more information (photo albums, baby

books, etc)? What do I want to be when I grow up? Will I have a family?

Will I go to college?

2. Students suggest possible solutions or explanations to the questions posed. They write them down in a past, present, future graphic organizer (attached).

EXPLORATION: 3. Teacher will ask the students based on their research to plan and

begin their timelines. Students should have several days to do this project, especially for the research and collection phase of the activity.

• Students will imitate the timeline template the teacher models and begin to complete it with photos, drawings, paintings, times, and milestones.

EXPLANATION: 4. What did you decide to do in the future?

5

• The children discuss their future piece to their timeline and why they decided to include it on their timeline.

ELABORATION:

6. Based on your research what did you learn about yourself that will help you make decisions on what you will be doing in the future?

• Students have the option to present their timelines.

EVALUATION: 7. Do you think you created a good timeline? Did it show the milestones

of past, present, and future?

• Individually, students reflect on their research and continue to create their timelines.

Step 4 Closure, Guided Practice, Assess Performance, Provide Corrective Feedback

• After the activity is complete, students will be asked to state what they learned about the timelines. They can share their timelines (see independent practice).

• They will state what they learned from the task • Finally, after each presentation (voluntarily) we will come together

and talk about features of their timelines. Step 4 Independent Practice

• Students will work individually to complete their timelines

• Students will be asked to go home and discuss their timelines with their families.

***Special Needs: Invite families of special needs students to work with them on this

project. Celebrate each child's accomplishments and maturation!

6

PAST PRESENT FUTURE

1. 2. 3. 4. 5.

7

WE ARE ONE MURAL

I. Subject and Grade Level: Language Arts & Visual Arts, Grades 1-3

II. Topic: We Are One Mural

III. Instructional Objective(s): Students in grades 1-3 will work together to create a mural which embodies their strengths as a class when they work together.

IV. Vocabulary

1. Unique

2. Diverse

3. Mural

V. Materials Needed: Pencils, White large construction paper (one per student), Colored pencils, Crayons, Markers, Paintbrushes, Watercolors/poster paint

VI. Technology/Literature Connection:

1. We All Our One by Jennifer Black

2. Students will have the opportunity to look at a video in which the author is reading the story. http://www.youtube.com/watch?feature=player_embedded&v=ten8VG_LRNg#!

VII. Standards:

1. ELA: Speaking and Listening 1-3 Participate in collaborative conversations with diverse partners about grade 1-3 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

2. VAPA: Creative Expression 2.0 Skills, Processes, Materials, and Tools 2.1 Demonstrate beginning skill in the use of basic tools and art-making processes, such as printing, crayon rubbings, collage, and stencils. 2.2 Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors, and tempera. Communication and Expression Through Original Works of Art 2.3 Depict the illusion of depth (space) in a work of art, using overlapping shapes, relative size, and placement within the picture. 2.4 Create a painting or drawing, using warm or cool colors expressively.

VIII. Procedure -- Instruction:

1. Teacher will begin by asking the students to make predictions about what they think the story will be about. She will tell them that a prediction is a guess based on pictures, words, and what they already know.

2. Teacher will have the students view the video of Jennifer Black reading the book We Are

8

All One.

3. After the video, teacher and students will discuss the book and the strategy of visualizing. She will tell them it is like creating a movie in your mind based on the words, clues, and pictures in the story.

4. Teacher will let the student know that they will be working together in groups of 4 or 5 to create a mural which illustrates the meaning of we are one. Teacher will encourage students to think about the story to help them visualize what they want to draw/paint.

5. Teacher will then instruct students to glue each construction paper sheet together (Long ways) to each member of their groups creating a mural. Teacher has the option of joining two or more groups’ murals together and displaying it in the classroom or on a hallway wall.

6. Students will finish and discuss their experiences working together to create their mural. They will talk about how working in a group is better or worse.

7. Each group will get up and talk about their groups’ mural to the class.

IX. Practice

3. Guided Practice: The teacher observes the students as they work in their groups and provides feedback and suggestions. Students will continue to complete their painting so it can be displayed around the classroom or in the hallway.

X. Evaluation

3. The students will be assessed formally on how they participate and work in cooperative groups, group product, and presentation of that product. Students will be assessed informally by teacher observation, focusing on processes utilized by students, content explored, and attitudes displayed in the learning.

9

Imagine We Were All The Same

Grades 4-5 – Language Arts, Science, Visual and Performing Arts 1. MATERIALS/PREPLANNING

Materials Crayons, Colored Pencils, Markers, Pencils Scissors Crayon Patterns (Copied on different colors) Pictures of Students (asked for ahead of time) Writing Paper

Vocabulary Diversity Cause Effect Differences Stereotypes Bias Dignity

Literature The Poem The Crayon Box That Talked by Shane DeRolf

2. OBJECTIVE

Students in grades 4-5 will explore the poem The Crayon Box That Talked and reflect upon themselves (and what makes them different), explain the effects on the world if we were the same, and do an art project about their differences and a short essay with 100% accuracy.

State the Cognitive Taxonomy and/(Affective/Psychomotor) Level Comprehension; Application; Analyses; Synthesis; Evaluate

English Language Arts Standards Listening and Speaking Strategies

1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker.

Writing Strategies 1.2 Create multiple-paragraph compositions

Science Standards Life Science

Students know an inherited trait can be determined by one or more genes.

10

Visual and Performing Arts: Visual Arts Communication and Expression through Original Works of Art

2.5 Use accurate proportions to create an expressive portrait or a figure drawing or painting.

3. ASSESSMENT

Students will be assessed informally on their knowledge of diversity and discrimination.

Students will be assessed formally on how they participate in the class discussion on causes and effects of diversity and complete the cause and effect chart.

Students will be assessed formally on the class self portrait project.

Students will be assessed formally by how they independently complete the essay about differences.

These assessments will be recorded in teacher‘s grade book.

These assessments will be part of the final trimester grade.

The rubric will be as follows:

Rubric for “Imagine We Were All The Same” Assignment

Assignment: Score Possible

Project about differences (crayon decorated, with self portrait, trait/difference about themselves)

20

Essay about differences (short essay about working together with someone who was different)

20

Class Participation (cause and effect discussion and chart)

10

Total 50

4. LESSON OPENING/PURPOSE

The primary purpose of this lesson is for students to understand that by working together we can eliminate discrimination. Students need to know diversity is a good thing because it allows for different perspectives/outlooks on things in the world. They also need to understand the effects that being the same would have on our communities.

Teacher: ―Do you remember us talking about diversity? Well today we are going to discuss diversity a little more and make some predictions on how the world would be if we were all the same. We will also look at our differences and discuss how being different makes the world more colorful and interesting. This is important because by working together, we can eliminate discrimination, celebrate diversity and foster an environment of dignity within diversity, not to mention the world will be a brighter place to live.‖

5. MOTIVATION FOR LEARNING

Teacher will bring a giant crayon box of crayons to class and set them down at the front.

11

Teacher will read the poem The Crayon Box That Talked by Shane DeRolf, the class will discuss how the class is like a box of crayons.

Students will discuss how they are different (colors, gender, height, names, birth places, etc). But how they make the world more colorful and interesting by being different and working together.

6. LESSON BODY

Step 1 See Motivation for Learning Section for review/making connections Step 2 Teacher: ―Do you remember us talking about diversity? Well today we are

going to discuss diversity a little more and make some predictions on how the world would be if we were all the same. We will also look at our differences and discuss how being different makes the world more colorful and interesting. This is important because by working together, we can eliminate discrimination, celebrate diversity and foster an environment of dignity within diversity, not to mention the world will be a brighter place to live.‖

Step 3 Present New Material

Choose the Data or Topic, Action, or Problem to Be Analyzed o Teacher draws too columns on the board, one that says

causes and one that says effects. o Teacher: ―Suppose we were all the same. The same

color, the same height, the same names, had the same birthday. We were just all alike. Everything about us was the same.

Ask for Causes and Support Those Causes o Teacher: ―Why do you think we would end up that way?

What could make us become all the same? What can give us the same features and colors, etc?

o Students: ―If we all had the same parents‖. If God just decided to make us the same.

o Teacher: ―What makes you think that? o Students: ―Because our parents have things in them that

make us who we are and if we all had the same parents we would all be the same‖. ―Because if God makes all people and he decided to make us all the same he could.‖

Ask for Effects and Support o Teacher: ―Now let‘s look at the other side of the chart.

What if we were all the same? What effects would that have on the world?

o Students: ―I think it would be boring if we were all the same because we would all think the same things and do the same things at the same time maybe. ―Maybe if everyone were exactly the same we wouldn't get along at all. Have you ever met anyone who is just like you? Who

12

has the same bad habits, annoying mannerisms, little quirks, etc.?‖

Ask for Prior Causes and Support o Teacher: ―Why are having both parents be the same for

everyone going to make us be the same? What things specifically contribute to us being the same?

o Student: ―Genes. Not like jeans you wear, but there are things in your body that affect if you are going to have blue eyes or blond hair. So if we all have the same parents the chances are we will come out the same.‖

o Teacher: ―So are you and your siblings the same?‖ o Students: ―No…..all the genes that go into making each

of us would have to be the same as well. They would have to mix and match the same way each time.‖

o Teacher: ‗What about God, how does he contribute to us coming out the same?‖

o Student: ―Well God created the heavens and the earth so he can create everyone the same if he wants. If he wants all boys or all girl or us to have all blue eyes or brown eyes.‖

Ask for Subsequent Effects and Support o Teacher: ―Okay now what about some more effects.

What in the world or about the world would be boring if we were all the same?‖

o Student: ―We would all want to do things the same like say I wanted to go draw a picture, they would too and it would be exactly the same as my picture because we all think alike.‖

o Teacher: ―Why do you think we wouldn‘t get along if we were all the same?

o Student: ―I know I hate when people try to copy me all the time, have you ever had somebody play copycat with you. When they copy every word you say? That gets so annoying and sometimes it makes me so mad I am ready to yell at them or push them away.‖

Ask for Conclusions o Teacher: ―Thinking back to the poem, what could we say

about the crayons and how what they created because of their differences as opposed to if they were all the same color?‖

o Students: ―They created a work of art because they all worked together. They created something they could not have done if there was just one color (they could but it would not be as nice). They added their own differences to make something beautiful. It‘s nice to see different colors in the box and on paper. It‘s helpful when

13

someone helps you discover your differences and help you use them together.

Ask for Generalizations

o Teacher: ―Okay now relate that way of thinking about us, people. What could you say about how people are like that coloring box we talked about? What generalizations can you make?

o Students: ―We are diverse like a crayon box. All of us have unique talents, abilities, looks, and personalities. One type of person could not exist in this world and create such beautiful things. Our differences help us work together and add our own piece to the puzzle of life, etc.‖

Evaluate Students‟ Performances o Teacher: ―What did you think about this process of

learning? Did we all contribute? Did people think of things that other had not? Did that make you think about them after they were mentioned? How could we make this process go smoother the next time? What part of the process did you like most?

Step 4 Guide Practice, Assess Performance, and Provide Corrective Feedback

See lesson body, step 3 (incorporated all three) Step 5 Independent Practice

Students will be asked to think of themselves like a crayon and write/draw something on the crayon they like about themselves or makes them different (Show an example). Students also will attach their picture (they brought in or drew) to the crayon they decorated. Students will present their crayons to the class.

Students will be asked to write an essay about an experience they had working with someone who might have been a little different than them or how they can work together with others.

14

Language Arts Class Work/Homework

Topic: Differences

Directions: Write about an experience you had working with someone who might have been a little different than you or how you can work together with others.

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

15

Crayon Patterns for Art Project

16

CAN SOMEBODY TURN OFF THE WATER? LESSON PLAN 1. MATERIALS/PREPLANNING

• Materials Picture Board Writing paper Pens Markers or crayons Computer with Internet access

• Literature/Resource List

Global Water Distribution http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.waterdist/ Conserving Water at Home Clip http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.conserve/

5. OBJECTIVE

• After the lesson on turning off the water, students in grades five – eight will be able understand the importance of water in our everyday lives, can examine and explain the concept of conservation of water, as well as apply this concept in a practical sense both orally/writing and in their illustrations with 100% accuracy.

• Science Standards

Earth Sciences Grade 5 3a. Students know most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s surface. 3d. Students know that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water. Earth Sciences Grade 6 6b. Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable.

• English/Language Arts Standards

Listening and Speaking 1.0 Grade 6: Standard 1.9 Identify persuasive and propaganda techniques used in television and identify false and misleading information. Grade 7: Standard 1.8 Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied. Grade 8: Standard 1.9 Interpret and evaluate the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.

17

Speaking Applications – 2.2.1 Deliver narrative presentations: a. Establish a context, standard plot line (having a beginning, conflict, rising action, climax, and denouement), and point of view. b. Describe complex major and minor characters and a definite setting. c. Use a range of appropriate strategies, including dialogue, suspense, and naming of specific narrative action (e.g., movement, gestures, and expressions). Reading – Word Analysis, Fluency, and Systematic Vocabulary Development: Grade 6: 1.2 Identify and interpret figurative language and words with multiple meanings. Grade 8: 1.1 Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases.

• Visual and Performing Arts Standards • Artistic Perception – The processing, analyzing, and responding to sensory

information through the use of the language and skills unique to dance, music, theatre, and/or the visual arts (the four arts disciplines).

• Creative Expression – The creating of a work by performance and/or participation in any of the four arts disciplines.

• Historical and Cultural Context – The understanding of the historical contributions and cultural dimensions of one of the Arts Disciplines.

• Aesthetic Valuing – The analyzing and critiquing of works for the four arts disciplines.

• Connections, Relationships, Applications – The connection and application of what is learned in one of the arts disciplines as compared to learning in other areas of the arts taught through core curriculum.

3. LESSON OPENING/PURPOSE

• The primary purpose of this lesson is to enlighten the students about how water usage is a vital part of our everyday lives and how we have to conserve it in our everyday lives.

4. MOTIVATION FOR LEARNING- Anticipatory Set

• Teacher will show the short video clip “Global Water Distribution” so students have an understanding of how much water we have in the world compared to how much is “usable” and they can connect that water distribution to how much they use in their own lives.

5. LESSON BODY

• STATE THE OBJECTIVE: “Today class, we will learn about the importance of water in our everyday lives. Then we will examine the concept of conservation of water, as well as apply this concept in a practical sense.”

• BACKGROUND KNOWLEDGE

• Teacher will ask the students what are the different ways water is used in their everyday lives.

• Teacher will record of all the activities the students and their families do each day that use water on the board (leave them on the board to revisit again later).

18

• INPUT • Teacher will explain that the students task will be create a propaganda

poster, advertisement or a comic strip about “water conservation”. • Teacher will explain that propaganda is a type of message aimed at

influencing the opinions or behavior of people. • She will also explain that these type of mediums (posters) were used by

Americans, Soviets, Nazis and others many years ago, but instead of impartially providing information (like we were going to do today), propaganda is often deliberately misleading, using logical fallacies, that, while sometimes convincing, are not necessarily valid.

• Teacher will also explain how propaganda techniques are used today in modern times (e.g. television commercials; newspaper advertisements etc). Students need to become aware of the influence used in these mediums to make them more appealing to the buyer.

• Students will present their propaganda posters, advertisements, or comic strips to the class and ask them to interpret them.

• Teacher will ask the class “Can YOU find the secret messages hidden in this propaganda poster, advertisement, comic strip?”

• After they make guesses the student who made it will discuss how their poster, advertisement, or a comic strip embodies the “water conservation” concept and how they can apply this concept in their own lives.

• MODELING

• Teacher will show students an example of the propaganda poster in which she created to help students get started with their own.

• She will explain how they can used different symbols, metaphors, similes to create their posters and get across more than one message if they like.

• CHECKING FOR UNDERSTANDING

• Teacher will revisit the ways in which students used water (recorded on board earlier)

• Teacher will ask students to think of ways they can change these activities to conserve water and record those things on the board.

• Ask if there are any questions.

• GUIDED PRACTICE • Students continue to work individually in class on the activity following the

teacher modeling. • Students are encouraged to share their ideas with their neighbors. • Teacher will monitor student progress, answer questions, provide feedback,

and re-teach concepts as needed.

6. CLOSURE • Reinstate key points of the lesson. • Teacher will clarify and misunderstandings and answer any questions regarding

the lesson and/or activities. • Show “Conserving Water at Home Clip”

19

7. INDEPENDENT PRACTICE • Keep a record of all the activities you and your family do each day that use water.

Think of ways you can change these activities to conserve water. 8. ENRICHMENT OR EXTENSION

• Understand your household’s water usage by reading your water meter. • If your water meter is inside your house, locate it and write the reading down

on a daily basis for a week or more. • After several days of readings have been obtained, subtract the readings

between days to determine the daily usage. Track this value for several days or weeks. Note, typically water meters can express the amount of water in gallons or in cubic feet of water. (If you want to change the water usage from cubic feet of water into gallon, multiply the cubic feet of water by 7.5 to convert the amount of water into gallons.)

• Make a graph showing your family’s water usage. Was the use the same each day or did the usage vary?

• Discuss with your family the amount of water used each day, the factors that might affect how much water is used, and ways your family can use water more wisely.

• If your class is doing this project as well, compare your family’s water usage with the other students in your class. As a class, discuss why one family’s usage can be different from another’s.

9. RE-TEACHING OR REMEDIAL

• Work one-on-one with students who are having difficulty with each activity. • Have students demonstrate active participation and understanding by sharing

their activities with a partner.

20

You Seen One, You Seen „Em All

Grades 6-8, Language Arts, Visual and Performing Arts 1. MATERIALS/PREPLANNING

Materials Pencils Chart Paper Dictionaries Stereotyping Photo Gallery Writing Paper/Journal Internet Books

Vocabulary Stereotypes Discrimination Diversity Cooperation Bias Tolerance Attitude Assumption Individual Differences

Literature/Videos Don't Stereotype Me! Museum of Tolerance

2. OBJECTIVE

Students in grade 6-8 will understand that assumptions can lead to unfair judgments (stereotypes) about people (and groups of people). Students will participate in a group activity which helps they identify and understand stereotypes in their own social groups with 100% accuracy.

Students will then perform a short skit about a stereotypical peer and the stereotypes they have been subjected to.

Students will imagine what life would be like if these stereotypes did not exist and write about it in an essay.

English Language Arts Standards Writing Strategies - Organization and Focus

1.1 Create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion. 1.2 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques. 1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices.

21

Speaking Applications 2.1 a. Relate a clear, coherent incident, event, or situation by using well-chosen details. b. Reveal the significance of, and the subject‘s attitude about, the incident, event, or situation.

Visual and Performing Arts Development of Theatrical Skills

2.1Create short dramatizations in selected styles of theatre, such as and musical theatre.

3. ASSESSMENT

Students will be assessed informally on their knowledge of stereotyping.

Students will be assessed formally on how they participate and work in cooperative groups.

Students will be assessed formally on how they answer stereotyping questions.

These assessments will be recorded in teacher‘s grade book.

These assessments will be part of the final trimester grade.

The rubric will be as follows:

Rubric for ―You Seen One, You Seen ‗Em All‖ Assignment

Assignment: Score Possible

Cooperative Group Skits

50

Cooperative Group Stereotyping Adjectives

25

Essay – Imagine Life Without Stereotypes

25

Total 100

4. LESSON OPENING/PURPOSE

The primary purpose of this lesson is for students to understand how people often use labels or categories to describe others and how these labels can be based on such characteristics as clothing, looks, the way a person talks, or the groups to which he or she belongs. Students will understand that categorizing things or people is a natural human inclination; however, people often make assumptions about groups of people they don‘t even know.

Teacher: ―Today class we are going to discuss stereotyping. School is an example of a place where stereotypes are spread both knowingly and unknowingly. They are found in our textbooks, in the cafeteria, and most certainly in our classrooms. Some reasons for stereotyping are (1) we lack knowledge regarding certain groups, (2) we have seen that individual/group portrayed in society (especially in media) a certain was so we assume it to be true, (3) or simply because we want to discriminate against another to make

22

ourselves or groups look better. This lesson will focus on stereotyping in our own peer groups so we can understand how this way of thinking can lead to bigger levels of discrimination resulting in bad choices and behaviors.‖

5. MOTIVATION FOR LEARNING

Teacher will ask students if they have ever experienced bias or discrimination in their lives by other people.

We will hold a group discussion about the stereotyping they have faced.

6. LESSON BODY Step 1 See Motivation for Learning Section for review/making connections Step 2 Teacher: ―Today class we are going to discuss stereotyping. School is an

example of a place where stereotypes are spread both knowingly and unknowingly. They are found in our textbooks, in the cafeteria, and most certainly in our classrooms. Some reasons for stereotyping are (1) we lack knowledge regarding certain groups, (2) we have seen that individual/group portrayed in society (especially in media) a certain was so we assume it to be true, (3) or simply because we want to discriminate against another to make ourselves or groups look better. This lesson will focus on stereotyping in our own peer groups so we can understand how this way of thinking can lead to bigger levels of discrimination resulting in bad choices and behaviors.‖

Step 3 Present New Material

Introduction Activity o Teacher will guide the students through the ―Stereotype

Photo Gallery‖ and allow them to make assumptions about the people you see (where they live, what their job might be, etc).

o What you just did is called stereotyping;

Labeling or defining people based on characteristics such as clothing, looks, the way a person talks, etc).

Cooperative Group Work o Teacher will break students up into groups of five. o Teacher will give each group a piece of chart paper

which they will record all their information on. o With assigned groups students will brainstorm categories

used to label people at school (in their peer groups). o Together with their groups students will choose one

label (e.g. jock, nerd, etc) and record it on the top of their chart paper.

o Each group member must write down adjectives related to the category label they chose.

o Each group member has one minute to think of as many adjectives as possible.

o All adjectives must be listed under your group pages.

23

o After the time is up, each group will answer the following questions pertaining to the assumptions that were made about the label that was chosen.

What might this type of person look like (e.g. male or female, blond hair or black hair)?

How would a person like this dress? What types of things might they wear?

How would a person like this sound? What types of things might they say?

What helped you come to these conclusions?

Based on the definition we came up with, is this an example of stereotyping? Why or why not?

Class Discussion

o Teacher will call the class back together and discuss their findings and the questions they answered.

o Teacher will then release students back into their groups and ask them to create a short skit which incorporates the bias their peer faces (e.g. some things the nerd may face)

Cooperative Group Skits o Students will work on short 8-10 minute skits. o Students will perform these skits in front of the class.

Step 4 Closure, Guided Practice, Assess Performance, and Provide Corrective Feedback

Teacher will provide feedback regarding skits and give classmates a chance to discuss them.

Teacher will ask students to write an essay: ―Imagine that Stereotyping Did not Exist. Describe that world in a one page essay.‖

Step 5 Independent Practice

Students will continue to write their essays in class.

Students will present their essays to their classmates.

24

Stereotyping Photo Gallery (Cut and Show Picture Individually)

25

26

Exploring Our Community

Grades 6-8 – Language Arts, Visual and Performing Arts 1. MATERIALS/PREPLANNING

• Materials Pencils Writing Paper/Journal Internet Books PowerPoint or other presentation software

• Vocabulary Scale Routes Key/Legend Symbol Compass Rose Abbreviation Model Navigate

• Literature

• Secret Stairs: A Walking Guide to the Historic Staircases of Los Angeles by Charles Fleming

• Walking L. A.: 38 Walking Tours Exploring Stairways, Streets and Buildings You Never Knew Existed by Erin Mahoney Harris

4. OBJECTIVE

• Students in grade 6-8 will research Los Angeles and its surrounding communities. They will create digital presentations of the information they have gathered by including the features included in the lesson.

• English Language Arts Standards Research and Technology

1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information. 1.6 Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

Organization and Delivery of Oral Communication 6.1.6 Support opinions with detailed evidence and with visual or media displays that use appropriate technology. 7.1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations.

27

• Visual and Performing Arts: Visual Arts Develop Visual Arts Knowledge and Vocabulary

1.3 Describe how artists can show the same theme by using different media and styles.

Communication and Expression Through Original Works of Art 2.6 Create an original work of art, using film, photography, computer graphics, or video.

5. ASSESSMENT

• Students will be assessed informally on their knowledge of Los Angeles communities and their ability to research them using books, internet, photographs, and other primary sources.

• Students will be assessed formally on how they participate and work in cooperative groups (including research, comprehension and speaking).

• Students will be assessed formally on the presentations they present about their communities.

• Students will be assessed formally in group discussion on their presentations including answering questions the class may have on it.

• These assessments will be recorded in teacher’s grade book.

• These assessments will be part of the final trimester grade.

• The rubric will be as follows:

Rubric for “Exploring Our Community” Assignment

Assignment: Score Possible

Independent/Group Participation (including research, speaking and comprehension of material presented)

25

PowerPoint/Media Presentation includes title slide with group names, content slides with five historical landmarks and information about them, 2 places they have visited, 2 places they have not visited, major highways/freeways in their communities. Presentation has pictures, is formatted clearly, slides have transitions, references slide.

50

Oral Presentation (Speaking/Communicating)

25

Total 100

4. LESSON OPENING/PURPOSE

• The primary purpose of this lesson is for students to be aware of their own communities which will help them understand the world outside of them better. A sense of community is important to establish peace and harmony among the society. The division of work, feeling of association, togetherness, and

28

cooperation - all these help in establishing a healthy atmosphere filled with unity, harmony and friendship. The sense of a community is also important in fostering a feeling of pride about ourselves, to know where they come from takes a part in shaping who we are.

• Teacher: “Today class we are going to be reading and viewing various media about Los Angeles, the larger community of which you all live in. After we explore Los Angeles you will independently/in groups continue your research so that you can produce a PowerPoint presentation about your community. A community is not only where you live but a sense of belonging, and togetherness. A sense of community is important to establish peace and harmony among the society. The division of work, feeling of association, togetherness, and cooperation - all these help in establishing a healthy atmosphere filled with unity, harmony and friendship. The sense of a community is also important in fostering a feeling of pride about ourselves, to know where we come from takes a part in shaping who we are.”

5. MOTIVATION FOR LEARNING

• Teacher will show many pictures of different types of Los Angeles communities (students can make guesses about the places shown)

• Teacher will show the students different landmarks in Los Angeles.

• Students will show the PowerPoint she created on another community so the students can see samples of what they are required to do.

7. LESSON BODY

Step 1 See Motivation for Learning Section for review/making connections Step 2 Teacher: “Today class we are going to be reading and viewing various

media about Los Angeles, the larger community of which you all live in. After we explore Los Angeles you will independently/in groups continue your research so that you can produce a PowerPoint presentation about your community. A community is not only where you live but a sense of belonging, and togetherness. A sense of community is important to establish peace and harmony among the society. The division of work, feeling of association, togetherness, and cooperation - all these help in establishing a healthy atmosphere filled with unity, harmony and friendship. The sense of a community is also important in fostering a feeling of pride about ourselves, to know where we come from takes a part in shaping who we are.”

Step 3 Present New Material

Introduce the Lesson o Teacher will review what the students have been learning

about Los Angeles and the cities within it. o Teacher will ask the students to go to the chalkboard and

make lists of things they remember. o Teacher will show her own presentation on the projector

screen.

29

Explain the Task and Expectations o Teacher will continue to show her presentation and let

students know they will be creating one as well. o Teacher will then the teacher will post a list of all of the

things that are required of each presentation (see rubric) on an overhead or a poster at the front of the room along with the example of her presentation.

o The teacher will then ask the students to get out their supplies and begin working.

o The teacher will then circulate throughout the classroom and give assistance when needed.

Closure o Students will share their presentations with the class

(keep in mind that this activity could take several days to complete).

o Students have the options to work on presentations individually or together.

o Students will have a discussion about the new learning the acquired through this exercise.

Step 4 Guide Practice, Assess Performance, and Provide Corrective Feedback

• Teacher will then ask students to take out their journals/writing paper and ask them to write about the importance of their community.

• Teacher will ask the students to “Write about your community. Why is it important to you? What was new that you learned about your community?”

• The summary must be at least one page with an introduction paragraph, detail paragraphs, and a conclusion paragraph.

Step 5 Independent Practice

Students will continue creating their presentations. Students are encouraged to be as creative as possible.

30

Language Arts Journal

Topic: Exploring Our Communities Directions: Write about your community. Why is it important to you? What was new that you learned about your community?

______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

______________________________________________________

______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

______________________________________________________

______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

______________________________________________________

______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

______________________________________________________

______________________________________________________ ______________________________________________________

31